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The Common Core Standards Parent Curriculum Night Kindergarten – Second Grades 7:20 – 8:00 p.m.
The Common Core Standards
Parent Curriculum Night Kindergarten – Second Grades
7:20 – 8:00 p.m.
Background of the CCGPS
• Adopted by 46 states and territories
• Most sweeping reform of the K-12 curriculum in US history
• Created by the Council of Chief State Officers and the National Governor’s Association
• Upon Georgia’s adoption in July of 2010, the standards are referred to as the Common Core Georgia Performance Standards (CCGPS)
• Currently, only the Reading, ELA, and Math standards are being implemented. Science are set to be released by the end of this school year with training next year. Implementation year is 2014-2015.
• Before the CCGPS, each state had its variety of standards.
Why new standards?
• America has gone from providing our children with a world-class education to scoring far below other counties on international assessments, landing in fourteenth place on the most recent PISA (Program for International Student Assessment)
• Georgia is well positioned; it was determined that there was 90% alignment between the GPS and CCSS.
Why new standards?
10
90
Required Job Skills, 1987
high skills
low skills
95
5
Required Job Skills, Present Day
high skills
low skills
What are the standards?
(and what they are not)
• The standards were created to define objectives for all students to be college and career-ready.
• College-ready means being prepared for any postsecondary education.
• Career-ready means being prepared to provide a family-sustaining wage and a pathway to advancement..
How will the standards affect my child’s instruction? What will I notice?
• The standards set a progression of skills that students learn as they move through school.
• For example, the following ELA inference standards looks different depending on the grade:
How will the standards affect my child’s instruction? What will I notice?
Example: Reading Anchor Standard 1: Read closely to
determine what the what the text says explicitly and to make logical inferences from it.
• Kindergarten: with prompting and support, ask
and answer questions about key details in a text.
• 4th Grade: Refer to details and examples in a text
when explaining what the text says explicitly and
when drawing inferences from the text.
How will the standards affect my child’s instruction? What will I notice?
• In all subjects, evidence of thinking will be a goal. Students will need to back up their answers with evidence.
• Therefore, writing in all subject areas has come to the forefront.
Sample Question and Student Response
Two days after a flash flood and heavy rains in the desert, Mark
noticed that everything was as dry as it was before the
storm. Name and explain the process that caused the desert to
become dry again.
Evaporation is the process that caused the desert to become dry again. The sun in the desert is very hot. It shines on the land after the rain. The heat from the sun changes the water into a gas called water vapor. This vapor disappears into the sky. Soon the sun has caused all the
water to evaporate.
How will the standards affect my child’s instruction? What will I notice?
• Shifts in Math:
• Focus: Fewer standards taught to greater depth
• Math Fluency: Speed and accuracy with simple calculations
• Application to real-world situations
• Shifts in ELA/Literacy
• Students have a balanced “diet” of fiction and nonfiction
• Literacy is a shared responsibility across all content areas
• Close reading: Careful analysis of text
How are the teachers prepared?
Training for teachers began last fall to become familiar with the standards.
This year they will continue to be provided professional development and support in implementing the standards.
What about standardized testing?
• There are two comprehensive assessment groups that will develop CCSS assessments. Both are committed to implementation in the 2014–15 school year. These assessments are expected to be constructed response.
• Until then, the CRCT will be given as it has in the past. The format of the CRCT will remain the same, but aligned with the CCGPS.
For More Information The Marietta City Web Site contains many informative
links for explaining Common Core State Standards:
Kindergarten
Young children arrive in kindergarten with widely varying
knowledge in math. By the end of the year, your child must
have some important foundations in place.
One of the most important skills your child should develop
is the ability to add and subtract small numbers and use
addition and subtraction to solve word problems. This will
rely on gaining some fundamentals early in the year, such
as counting objects to tell how many there are.
Addition and subtraction will continue to be a very strong
focus in math through 2nd grade.
Mathematics at Home:
Look for “word problems” in real life. Some kindergarten examples might
include:
Play “Write the next number.” You write a number, and your child
writes the next number.
Ask your child questions that require counting as many as 20 things.
For example, ask, “How many books do you have about wild
animals?”
Ask your child questions that require comparing numbers. “Who is
wearing more bracelets, you or your sister?” (Your child might use
matching or counting to find the answer.)
34, 35, ____ ____,18, 19, ____
First Grade Mathematics
In 1st grade, your child will build on last year’s work and gain
important new skills.
One of the most important outcomes for the year is to
improve speed and accuracy adding with a sum of 20 or less
and subtracting from a number 20 or less (e.g., 17 – 8).
Another important goal in 1st grade is adding with a sum of
100 or less; this will rely on understanding what the digits
mean in a number such as 63 (namely, 63 is six tens and
three ones). Working with multi-digit addition this year will set
the stage for 2nd grade, when your child will be working with
three-digit numbers and adding and subtracting with larger
numbers.
Mathematics at Home:
Look for “word problems” in real life. Some 1st grade
examples might include:
If you open a new carton of a dozen eggs, and you use four eggs to
cook dinner, close the carton and ask your child how many eggs are
left.
While putting away toys into bins, count the number of toys in two
bins and ask your child how many more are in one bin compared to
the other.
Count the number of blocks or toys in a box. Group the blocks or
toys in groups of ten to count the total.
Play the “I’m thinking of a number” game. For example, “I’m thinking
of a number that makes 11 when added to 8. What is my number?”
Second Grade Mathematics
In 2nd grade, your child will build on last year’s work and gain
important new skills.
One of the most important outcomes for the year is to add and
subtract two-digit numbers quickly and accurately (e.g., 77 –
28). Another important goal in 2nd grade is to understand what
the digits mean in a three-digit number such as 463 (namely,
463 is four hundreds, six tens, and three ones).
Your child also will build expertise with solving addition and
subtraction word problems. Mastering addition and subtraction
at the 2nd grade level is important so that your child will not
have to review and repeat this material in 3rd grade, when the
study of multiplication, division, and fractions will start.
Mathematics at Home:
Look for “word problems” in real life. Some 2nd grade examples
might include:
When saving for a purchase, compare the cost of the item to
the amount of money you have; then ask your child to
determine how much more money he or she needs to buy the
item.
When measuring your child’s height, ask how many inches
he or she has grown since the very first measurement.
Play “draw the shape.” For example, ask your child to draw a
hexagon with one side longer than the others, or ask him or
her to shade in a quarter of a rectangle.
TENS and ONES MCCK.NBT.1 Compose and decompose numbers from 11 to 19
into ten ones and some further ones. Students will be using
objects or drawings, and recording each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8);
students will be understanding that these numbers are
composed of ten ones and one, two, three, four, five, six,
seven, eight, or nine ones.
TENS and ONES MCCK.NBT.1 Compose and decompose numbers from 11 to 19
into ten ones and some further ones. Students will be using
objects or drawings, and recording each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8);
students will be understanding that these numbers are
composed of ten ones and one, two, three, four, five, six,
seven, eight, or nine ones.
TENS and ONES MCCK.NBT.1 Compose and decompose numbers from 11 to 19
into ten ones and some further ones. Students will be using
objects or drawings, and recording each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8);
students will be understanding that these numbers are
composed of ten ones and one, two, three, four, five, six,
seven, eight, or nine ones.
TENS and ONES MCC1.NBT.2 Understand that the two digits of a two‐digit
number represent amounts of tens and ones.
TENS and ONES MCC1.OA.6 Add and subtract within 20, demonstrating fluency
for addition and subtraction within 10. Use strategies such as
counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten.
7 +9
16
TENS and ONES MCC2.NBT.5 Fluently add and subtract within 100 using
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
75 +39
75 + 39 = 74 + 40
74 + 1 1 + 39
TENS and ONES MCC2.NBT.5 Fluently add and subtract within 100 using
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
75 +39
+ 10
75 + 10 + 10 + 5 + 4
75 85 95 105 110 114
TENS and ONES MCC2.NBT.5 Fluently add and subtract within 100 using
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
75 +39
70 + 5 +30 + 9 100 + 10 + 4
CCGPS is an ongoing process:
And remember……
It’s NUM-BER,
Not NUMB – ER!
Math is about thinking, explaining
and doing!
